The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1887-05-19
REPORT OF COUNTY SUPERIN-
TENDENT OF SCHOOLS.


late series of examinations. The classif-
cation explains itself The relative stand
ing in each class is indicated by the order
of mention.
FIRST GRADE,-Talid throughout the
county and for a period Of four gears.
Edw. Y. Brown, Louis A. Kahlenberg.
SECOND GRADE,-Vdlid throughout the
county and for period Of tlco gears.
Mary Noonan, E. 4 Benedict, Ralph
Elmgreen.
THIRD GRADE,-VaIid throughout the
county and for a period Of one gear.
Average ADORE IS per cent.
Mary L. Hayes, Louise Streckenbach
Anna Z. Kellner, NJ. J. McKeough, E. S.
Grove, May Mahoney, John G. Naser,
Nellie O'Connor, Henry Wernecke, J. V.
Erickson, Louis Jerman, Floyd Westgate.
Average 20 per cent. or Orer, bat less
than Is per cent.
Alice G. Kennedy, Alice J. Garnett,
Kate Kirwan, Bertha Carus, A. F. Elm
green, Herman Schlundt, VIM. NJ. Bren-
nan, Mrs. E. A. Brown, Mamie Brennan,
Arthur lander, P. L. Hewitt, Julia Hayes,
Otto Guidinger, Blanche Stupecky, Isabel
O'Connor, J. T. Magee, T. J. Walsh, Mag
gle Pinter.
Acreage 90 per cent or ouer and less
than 10 per cent.
Hattie G. Symes, Joseph Seidl, Julia
Dubetzky, Threna Johnston, Thomas j.
Morris, Minnie Goedjen, Gustav Hipke,
Martha X. Olson, Amanda lander, Julia
McKeough, Sarah Walsh, Joseph B. Rick,
Hannah McCarty, Ella Scott, Oscar
Stockmeyer, Joseph Guidinger, Mrs.
Fannie Boughton, Alice Carey, Verona
O'Grady, Katie Hayes, Lizzie O'Connor.
Average 50 per cent. or Ocer, and less
than % per cent.
Katie Egan, Maggie V. Kelley Katie
Peppard, Mary Short, S. A. j. Lovedale,
Bridget ODea, Kate A. Taugher, Edmond
G. Burt, Hermina Falge, Clara E. Noble,
David Fitzgerald, Maggie Kane, Martha
J. Stephenson, David j. Fitzgerald, JOS
eph Morrissey, Frank Vraney, Ida Symes
LIMITED THIRD GRADE,-Limitedt to q
particular torn and for period less
than one gear.
Phebe Rickaby, Katie Fitzgerald, VIII
lie Koch, Kate E. Finnegan, Maggie A.
Hayes, Tena DAIMLER, H. A. Schmitz,
Mary c. Berham, Agnes Gray, Maggie
f. Madigan, Tina Arnemann, l.. A.
Schmitz, Ella Bartke, Minnie Meaney,
Matena Tollefson, Ed. Kirwan, Mary Full
ton, Aggie Westgate, Charles G. Stangel,
Edward Monahan.
Sixty-two applicants failed to get GER
tificates. A number of these, however,
have no present intention of teaching and
attended more for the purpose of becom-
ing familiarized with examinations than
with expectation of success. There are a
few whose names appear in the above list
who did not receive certificates because
of their youth. 1t is due them that their
success be made known and hence their
names appear. Some who are credited
above with having received full third
grade certificates, have had them limited
because of unsatisfactory standing in one
branch or more, though their average is
up to the standard.
A few persons who took the examina-
ton for certificates of the higher grades,
passed a crediiable general examination,
though they failed to secure the minimum
In one branch. After giving sufficient
time for special preparation on that
branch, another opportunity will be given
them to write upon it.
Each succeeding examination gives
cheering evidence of progression among
the generality of the teachers, both in en-
larged and available knowledge and in
the appreciation of its use which makes
knowledge an active, as well as a poten-
tial factor. When the teachers equip
ment includes an intelligent purpose, he
has the key to the best methods and an
incentive to improvement which makes
the acquisition of knowledge pleasure.
Under its direction work in the school
room becomes purposive, cumulative and
healthful. 1t is what is demanded in the
teacher as the distinctive mark between
professional tact and empiricism, between
the man of action and the student of
books and forms. Ability to teach comes
through practice, research and reflection.
Thaco +broo o1n re Io1 10
cess and it is fully as important that
school boards realize this as that teachers
do. There is a popular misconception as
to what constitutes the qualifications of
the teacher, and, indeed, this false idea is
not wholly absent from those engaged in
the work of teaching. Much of the poor
material labeled teacher" which is found
In the school room and all of that class
at examinations who trust TO chance and
not to merit, are the product of the fall
lacy which holds that securing the re-
quired percentage in the branches upon
which the applicant is examined, is indis-
putable evidence of ability to teach
Some school officers set up as a standard
of qualifications the backward state of
the pupils in their schools and demand
low-priced teachers whose only claim to
certificates is that they know more than
those they desire to teach. To this con-
dition of affairs is due the rush for schools
by incompetent and inexperienced boys
and girls and seeking for superficial
learning by cleaning the field of thought
from which it is thought probable the
examiner selects his questions.
The question is how to discriminate be-
tween the teacher whose certificate is
guaranty that he has a knowledge of the
subjects, and him whose certificate is
earned by giving fragments of thought,